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Full-Text Articles in Education
Teacher Factors And The Impact On Student Success In Algebra I, Kalee Mcmullen
Teacher Factors And The Impact On Student Success In Algebra I, Kalee Mcmullen
Doctoral Dissertations and Projects
Algebra I proficiency is an important aspect of a solid foundation in mathematics. Teachers play a critical role in the failure or success of students. Different teacher characteristics are thought to have a significant impact on the potential for student success. This non-experimental correlational research study seeks to examine the potential relationships between specific teacher characteristics and student success in Algebra I as measured by the Algebra I End of Course Exam scores. This study uses ordinary least squares regression analysis to examine the effects of independent variables on successful Algebra I scores. The independent variables in this study include …
The Impact Of Khan Academy Math Remediation On Ninth Grade Student Achievement, Sandra Kelly
The Impact Of Khan Academy Math Remediation On Ninth Grade Student Achievement, Sandra Kelly
Doctoral Dissertations and Projects
The purpose of this quasi-experimental study was to determine if using Khan Academy as math remediation for fifteen minutes per day during a ninth grade Math I class would significantly affect student math achievement as measured by the North Carolina READY Math I End-of-Course Assessment. This quantitative study conducted at two rural high schools in West Virginia used remediation theory to make a comparison against a control population with the independent variable being grade level instruction only or grade level instruction plus math remediation using Khan Academy. The participants in the study included 131 ninth grade high school students taking …
Mathematics Achievement With Digital Game-Based Learning In High School Algebra 1 Classes, Terri Ferguson
Mathematics Achievement With Digital Game-Based Learning In High School Algebra 1 Classes, Terri Ferguson
Doctoral Dissertations and Projects
This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina End-of-Course (EOC) Test for high school Algebra 1. The data collection was broken down by comparison groups based on academic achievement as measured by the North Carolina EOC Test for Algebra 1. The comparison groups were student participants who received digital game-based instruction and tradition instruction …
The Effects Of A Technology-Driven Science Application On Postsecondary Chemistry Student Achievement And Self-Efficacy, Darrell Byrum
The Effects Of A Technology-Driven Science Application On Postsecondary Chemistry Student Achievement And Self-Efficacy, Darrell Byrum
Doctoral Dissertations and Projects
The purpose of this study was to establish if distinction exists in both student achievement and self-efficacy through the application of technology-based instructional approach in the laboratory environment of undergraduate chemistry courses. The achievement of 52 college students in the southeastern region of the United States was measured through one posttest assessment. Following this assessment, students were examined through a self-efficacy scale to determine preexisting thoughts of working in an undergraduate chemistry laboratory environment, as well as peer interaction. Accordingly, three separate college chemistry I courses were used to generate data via a nonequivalent control group design. From the three …
The Effect Of Single Gender Instruction On Eighth Grade Students' Mathematics Achievement, David Hammel
The Effect Of Single Gender Instruction On Eighth Grade Students' Mathematics Achievement, David Hammel
Doctoral Dissertations and Projects
n the research study, this investigator utilized a non-experimental, causal-comparative design (ex post facto) with archival data to determine the real impact single gender instruction had on eighth grade students' mathematics achievement. The purpose of this study was to quantitatively analyze the benefits of single gender mathematics instruction for eighth grade male and female students, when compared against traditional coeducational instruction. Specifically, the researcher compared students instructed in single gender eighth grade mathematics classes with students taught in traditional coeducational classes by analyzing fall vs. spring Measures of Academic Progress (MAP) computerized mathematics test score means. Additionally, honors vs. non-honors …
Comparison Of The Effects Block And Traditional Schedules Have On The Number Of Students Who Are Proficient On The Biology End-Of-Course Test In Forty Public High Schools In The State Of North Carolina, Tonia Bonner
Doctoral Dissertations and Projects
This study examined the difference between the number of overall students, African-American students, and students with disabilities on a semester 4 x 4 block schedule who were proficient on the North Carolina Biology End-of-Course Test and the number of the same group of students on a traditional 45-50 minute yearlong schedule who were proficient on the NC Biology End-of-Course Test in the state of North Carolina during the 2009-2010 school year. A causal-comparative design was used and three null hypotheses were tested using chi-square analysis. Archival data was used. The results showed that there was a significant association between the …
The Effects Of A Remedial Math Intervention On Standardized Test Scores In Georgia Middle Schools, Chastity London Adams
The Effects Of A Remedial Math Intervention On Standardized Test Scores In Georgia Middle Schools, Chastity London Adams
Doctoral Dissertations and Projects
Schools are looking for interventions to improve academic achievement and increase test scores due to the requirements of No Child Left Behind. One such intervention in middle schools is remedial math. This causal comparative study examined the differences in the standardized test scores for at-risk students who receive remedial math instruction and at-risk students who do not receive this intervention. In addition, this study examined gender differences for the remedial math students. The Georgia Criterion-Referenced Competency Test of 293 at-risk seventh-grade students was used in this study. Using the previous year's standardized math test scores as a control variable, there …